Using Critical Reflection to Bridge Teacher Candidate Knowledge, Beliefs, and Decision Making About Literacy Assessment

• In Event: Literacy Assessment

Abstract

Learning how to use assessment data to inform instruction is as an important part of teacher preparation. Assessment of literacy learning has been a long-standing focus for teacher candidates (TCs) in elementary education. To build and bridge learning before, during, and after coursework and field experiences, teacher educators often engage TCs in critical reflective writing practices. In this descriptive study, we examined the use of critical reflective writing on TCs’ ability to make sense of literacy assessment and intervention in a semester-long literacy course. Findings revealed that as TCs engaged in critical reflective writing, their content knowledge and beliefs about literacy assessment and their self- and social-awareness influenced their ability to make instructional decisions.

Authors

• Erin Kuhl Washburn, UNC-Charlotte

• Abby Pierce, Binghamton University - SUNY

• Chyllis Elayne Scott, University of Nevada - Las Vegas

• Carly Waters, University of Nevada - Las Vegas